DOCSLIB.ORG

Thou: the Connection Between Shakespeare and His Sonnets Gregory Scott Wobser II

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Thou: the Connection Between Shakespeare and His Sonnets Gregory Scott Wobser II Volume 6: 2015-2016 Arts and Humanities JUROS Thou: The Connection between Shakespeare and his Sonnets Gregory Scott Wobser II ABSTRACT William Shakespeare Sonnet’s were written from an autobiographical point of view that represents his personal struggles with love. Most notably defining this idea is the use of the word “thou”, that which indicates identity, ownership and things one is owned. Shakespeare uses the friendship with the Lovely Young Man to showcase his desires for love and an everlasting saga for the young man. The spirit of the relationship between the two was perfectly normal for the time period, and a very strong relationship as Shakespeare’s strong language suggests. A relationship that reaches its climax in Sonnet 18, “Shall I compare thee to a summer’s day…..” Was the end of Shakespeare’s struggle with love truly defined in the end of The Sonnets? The world will never know, but poetic art and love can both be present in an autobiographical work, one which truly encompasses the word “thou”. One of William Shakespeare’s most interesting revolves around the boy and his future. Shakespeare is works was his Sonnets, most notably the Sonnets writ- asking the reader to think about these characters as real ten to the Lovely Young Man. Is this Young Man actual- human beings so that the reader is able to connect with ly real or just an imaginary figure? Scholars have debat- the friendship -- to see the value in a real relationship ed long and hard over this topic since the 19th Century. that may resemble something found in the reader’s life. The word in the Sonnets that suggests they are auto- The friendship theme would support the classifying biographical is “thou,” which indicates identity, own- of Shakespeare sonnet sequence as an autobiographical ership and things one is owed. Without Shakespeare’s work. Heather Dubrow has been exploring how culture use of “thou,” the Sonnets would not reflect his personal and history combine in literary pieces and has several struggles and the development of the friendship with notable pieces on Shakespeare and Twentieth Century the young man. Shakespeare is relying on the reader to Politics. Dubrow presents the following about Shake- understand the context with which the Sonnets were speare’s Sonnets: “The axiom that the first 126 poems written to truly understand the friendship with the involve the Friend and subsequent lyrics concern the Lovely Young Man. The Sonnets are a balancing act be- Dark Lady generates assumptions about the presence tween love and poetic art: without one, you don’t have of a linear plot (Dubrow, 1)”. Although Dubrow argues the other. that we do not always have to be bound by reading the Close reading and analysis of the text reveals the Sonnets as following this pattern, there is a strong case importance of the friendship with the Young Man and to be made for the existence of a narrative. Even if the the delicate balance between love and poetic art. In “Ed- poems weren’t written in the order in which they were iting as Cultural Formations: The Sexing of Shakespeare’s printed, they were deliberately sequenced in the 1609 Sonnets,” Peter Stallybrass wrote: “The construction of Quarto to produce a narrative. Shakespeare is clearly the individual and the making of the genders and sex- telling the reader a story, a personal story of friendship. ualities are materially embedded in the historical pro- Shakespeare first illustrates the importance of duction and reproduction of texts (Stallybrass, 2)”. A finding a mate for the Lovely Young Man. The Speaker writer becomes an author through what is written in the is the channel through which Shakespeare is communi- texts. In the construction of papers, there is an essence cating his wishes in Sonnet 1. of purpose that becomes clear when the writer takes ownership of the work. For Shakespeare, a relationship “His tender heir might bear his memory. But thou, con- worth writing about was as important as a relationship tracted to thine own bright eyes, feed’st thy light’s flame with self-substantial fuel, Making a famine where abun- with a significant other. In the process, Shakespeare is dance lies, thyself thy foe, to thy sweet self too cruel (1-3)” making an investment in the friendship with the Lovely Young Man. Because Shakespeare had been involved in The young man has big beautiful eyes but they are his writing, he uses “the boy as a central figure” (Stal- too blind to see that young lady waiting for him. The lybrass, 3). This is because everything in the Sonnets JUROS Arts and Humanities Volume 6: 2015-2016 Volume 6: 2015-2016 Arts and Humanities JUROS speaker uses “thou” and “thine” to emphasize that the and craft many sonnets talking about it. Shakespeare which the Sonnets were written. When reading Shake- belong to Shakespeare himself. If the Lovely Young Man eyes belong to the boy, and that he is too focused on truly wants the Lovely Young Man to be happy while he speare in historical context, there is simply no way to were to come to hate himself, then Shakespeare would himself to notice the world around him. A truly remark- has time remaining in his life. distinguish friendships between men and a homoerotic come to hate himself, because Shakespeare could never able friendship is one in which each person has an equal The autobiographical nature of Shakespeare’s relationship that involved sexual desire. Reading Shake- love someone the Lovely Young Man hated. This friend- vision of each other: mutual respect, understanding and work tells us that the Lovely Young Man will not live speare’s work as autobiographical, the reader should fo- ly and sincere relationship that Shakespeare and the responsibility to look out for the well-being of the other on forever, but hopefully his legacy will. The Love- cus on the friendship and not any other issues that may young man share reaches its climax in Sonnet 18: “Shall person. Shakespeare is emphasizing the importance of ly Young Man himself (just as Shakespeare) must die arise today in order to fully understand the purpose of I compare thee to a summer’s day (1)” tells us how much finding a mate, and Sonnet 1 clearly presents the urgen- one day soon. In the end of Sonnet 3, Shakespeare tells Shakespeare’s writing. love Shakespeare truly has for the young man. Shake- cy of the situation. the Lovely Young man clearly “But, if thou live not to In Sonnet 80, Shakespeare belittles himself before speare believes this young man is resolved to live a won- This Lovely Young Man has made many mistakes, be remembered, die single, and thine image dies with the Lovely Young Man while not being able to find the derful life, and that perhaps he should find the young and without Shakespeare in his heart, he would contin- thee (11-12).” If the young man does not start thinking right words to communicate his true respect for the lady. While time may continue to not help the case for ue to do so. Beauty and time have opposite effects, and about the future, time will run out before he can find a Lovely Young Man: “O How I faint when I of you do the Lovely Young Man—“Rough Winds do shake the the young man is tempted by fate. Sonnet 41 is further woman. This friendship will not last forever. In Sonnet write; Knowing a better spirit doth use your name, and darling buds of May, and a summer’s lease all too hath emphasizing why the young man should reproduce: 77, Shakespeare is making a reference to how fast time in the praise thereof spends all his might, to make me short a date”—Shakespeare continues to tell the young “Gentle, thou art, and therefore to be won: Beauteous truly is going by: “Thy dial how they precious minutes tongue-tied speaking of your fame (1-5).” Shakespeare man that he is too precious to be forgotten to the sands thou are, therefore to be assailed.” Lines 5 and 6 show waste (2).” Shakespeare is underscoring the need for the has illustrated a shift from his desire for the Lovely of time. “But thy eternal summer shall not fade.” Shake- us the deep affection and love Shakespeare wishes for Lovely Young Man to act quickly before his dial runs out Young Man to have a child to underscoring the impor- speare is trying to tell the Lovely Young Man his name the young man to achieve. The Lovely Young Man is of time. For the reader, there can also be a connection tance of the friendship between them. will live on forever if he finds a young woman. good natured and the perfect match for the young lady. made with the young man and how time flies away. If Shakespeare is telling the reader throughout the By this point in his work, Shakespeare knows time Shakespeare uses the word “assailed” to emphasize his no action is taken, the Lovely Young Man will die lonely Sonnets that his spirit is restless; it wanders and is not is running out for the Lovely Young Man and the Son- desire for the two, as if he wanted to take him over in a and Shakespeare will be devastated. The Sonnets show capable of being tied down. The Lovely Young Man nets are nearly finished. Sonnet 126 presents that time is strong attack. Again, using the word assailed with the how important friendship was during the time period shares this trait with Shakespeare, interested in wan- nearly up: “Thy loves withering as thy sweet self-grow’st word “thou” further emphasizes Shakespeare is taking in which Shakespeare was writing.
Load more

Recommended publications
  • Teaching Shakespeare's Sonnets
    Teaching Shakespeare’s Sonnets: time as fracture in sonnets 18, 60 and 63 Miguel Martínez López UNIVERSITY OF GRANADA Literary studies on the Sonnets before the seventies were usually part of larger works on Sha- kespeare or on the sonnet. Specialization and detailed analyses of individual and groups of sonnets is absolutely necessary before attempting any further generalizations, which so far have led nowhere.1 In this paper I suggest a possible approach to the discussion of Shakespeare’s poetic stance as regards the intellectual metamorphosis of human apprehension of time at the dawn of the Modern Age. My reading and analysis of three of the «time-sonnets» (nos. 18, 60 & 73) is set within the context of a final-year or graduate class, minimally fluent in rhetoric, in basic medieval and Renaissance philosophy and in the intellectual history of this period.2 My central contention is that Shakespeare superbly epitomizes in his poetry and drama the fear of death resulting from a radical change in the apprehension of time: time passus (the form typical of the M. A.) becomes now time fractus.3 Humankind is and has always been fearful of death (the ultimate consequence of the passing of time) but there is a historical period -broadly between the mid-fourteenth century and the mid-seventeenth century- in which existential anguish has been at its highest. For three centuries, a series of endless calamities assaulted Europe: the Black Death, the Hundred-Year War, the invasions of the Turks, the Great Schism of the Reformation… . In the Autumn of the M.
    [Show full text]
  • Exploring Shakespeare's Sonnets with SPARSAR
    Linguistics and Literature Studies 4(1): 61-95, 2016 http://www.hrpub.org DOI: 10.13189/lls.2016.040110 Exploring Shakespeare’s Sonnets with SPARSAR Rodolfo Delmonte Department of Language Studies & Department of Computer Science, Ca’ Foscari University, Italy Copyright © 2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Shakespeare’s Sonnets have been studied by rhetorical devices. Most if not all of these facets of a poem literary critics for centuries after their publication. However, are derived from the analysis of SPARSAR, the system for only recently studies made on the basis of computational poetry analysis which has been presented to a number of analyses and quantitative evaluations have started to appear international conferences [1,2,3] - and to Demo sessions in and they are not many. In our exploration of the Sonnets we its TTS “expressive reading” version [4,5,6]1. have used the output of SPARSAR which allows a Most of a poem's content can be captured considering full-fledged linguistic analysis which is structured at three three basic levels or views on the poem itself: one that covers macro levels, a Phonetic Relational Level where phonetic what can be called the overall sound pattern of the poem - and phonological features are highlighted; a Poetic and this is related to the phonetics and the phonology of the Relational Level that accounts for a poetic devices, i.e. words contained in the poem - Phonetic Relational View.
    [Show full text]
  • New Sonnets.Indd
    Contents ____________________________________________ About This Volume . vii THE AUTHOR & HIS WORK Biography of William Shakespeare . 3 Shakespeare the Poet . 7 Introduction to Shakespeare's Sonnets . 14 The Lasting Allure of Shakespeare's Sonnets . 18 HISTORICAL & LITERARY CONTEXTS English Poetry in the Sixteenth Century . 29 Does Shakespeare's Life Matter? . 41 The Sins of the Sonnets . 51 Shakespeare (Not?) Our Contemporary: His Sonnets and More Recent Examples . 65 CLOSE READINGS OF 25 SONNETS Sonnet 1 . 75 Sonnet 18 . 77 Sonnet 19 . 79 Sonnet 20 . 81 Sonnet 29 . 83 Sonnet 30 . 85 Sonnet 31 . 87 Sonnet 53 . 89 Sonnet 54 . 91 Sonnet 57 . 93 Sonnet 73 . 95 Sonnet 90 . 97 Sonnet 94 . 99 Sonnet 97 . 101 Sonnet 98 . 103 Sonnet 102 . 105 Sonnet 104 . 107 Sonnet 106 . 109 Sonnet 109 . 111 Sonnet 116 . 113 Sonnet 129 . 115 Sonnet 130 . 117 Sonnet 141 . 119 v Sonnet 146 . 121 Sonnet 151 . 123 CRITICAL READINGS 1: FORM & TECHNIQUE The Form of Shakespeare's Sonnets . 127 Vocabulary and Chronology: The Case of Shakespeare's Sonnets . 137 Sound and Meaning in Shakespeare's Sonnets . 149 Ambiguous Speaker and Storytelling in Shakespeare's Sonnets . 170 Secrets of the Dedication to Shakespeare's Sonnets . 183 CRITICAL READINGS 2: MAIN THEMES Four Pivotal Sonnets: Sonnets 20, 62, 104, 129 . 195 Shakespeare's Sonnets and the History of Sexuality . 207 Shylock in Love: Economic Metaphors in Shakespeare's Sonnets . 223 Hoarding the Treasure and Squandering the Truth: Giving and Posessing in Shakespeare's Sonnets to the Young Man. .235 Without Remainder: Ruins and Tombs in Shakespeare's Sonnets . 245 Ecosystemic Shakespeare: Vegetable Memorabilia in the Sonnets .
    [Show full text]
  • Heart of America Shakespeare Festival 3619 Broadway
    Heart of America Shakespeare Festival 3619 Broadway. Suite 2. Kansas City, MO. 64111. phone: 816-531-7728. fax: 816-531-1911www.kcshakes.org Sonnet SHAKE UP Teacher guide Shakespeare in Education “All the world’s a At the Heart of America Shakespeare Festival we present stage, all the men and education programs that nurture an early appreciation for the women merely players” Jacques, As art of theatre and the work of William Shakespeare. We teach You like It Shakespeare through performance in order to enhance understanding of language arts, Renaissance history and theatre performance. Sonnet ShakeUP is a writing workshop offered to prepare students for participation - in the Festival’s 2013 sonnet contest. Two teaching artists will present a choral arrangement based on one of Shakespeare’s sonnets and give an interactive overview H a of the festival’s 2013 play As You Like It. The elements of how to write a sonnet will m be presented. Teachers will receive all of the preparation materials needed to enter l their students in our sonnet competition. e Grades: 4-12 t “Can one desire too much of a good thing?” Rosalind, As You Like It Pre-Class Activities Read a summary of the plot of As You Like It and then list the characters. Give students a card with a character on it. This card should have the character’s name and some descriptive words about the character (see below). Have each student create a character collage by cutting out images from magazines and gluing them on paper. They may include words they cut out as well.
    [Show full text]
  • Renaissance Poetry Shakespearean Sonnets: 18, 29, 116, 130 Directions: Read the Following Shakespearean Sonnet
    Name: Renaissance Poetry Shakespearean Sonnets: 18, 29, 116, 130 Directions: Read the following Shakespearean Sonnet. Mark the rhyme scheme next to the line of the poem. Then answer the questions below. SONNET 18 Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimm'd; And every fair from fair sometime declines, By chance or nature's changing course untrimm'd; But thy eternal summer shall not fade Nor lose possession of that fair thou owest; Nor shall Death brag thou wander'st in his shade, When in eternal lines to time thou growest: So long as men can breathe or eyes can see, So long lives this and this gives life to thee. 1. What is being described in each section of the poem? st​ 1​ Quatrain nd​ 2​ Quatrain rd​ 3​ Quatrain Couplet 2. Identify literary devices in the poem. You can put the line number and type of device. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. What idea is the author trying to convey? ______________________________________________________________________________________ ______________________________________________________________________________________
    [Show full text]
  • SUGGESTED SONNETS 2015 / 2016 Season the English-Speaking Union National Shakespeare Competition INDEX of SUGGESTED SONNETS
    SUGGESTED SONNETS 2015 / 2016 Season The English-Speaking Union National Shakespeare Competition INDEX OF SUGGESTED SONNETS Below is a list of suggested sonnets for recitation in the ESU National Shakespeare Competition. Sonnet First Line Pg. Sonnet First Line Pg. 2 When forty winters shall besiege thy brow 1 76 Why is my verse so barren of new pride 28 8 Music to hear, why hear’st thou music sadly? 2 78 So oft have I invok’d thee for my muse 29 10 For shame deny that thou bear’st love to any, 3 83 I never saw that you did painting need 30 12 When I do count the clock that tells the time 4 90 Then hate me when thou wilt, if ever, now, 31 14 Not from the stars do I my judgment pluck, 5 91 Some glory in their birth, some in their skill, 32 15 When I consider everything that grows 6 97 How like a winter hath my absence been 33 17 Who will believe my verse in time to come 7 102 My love is strengthened, though more weak… 34 18 Shall I compare thee to a summer’s day? 8 104 To me, fair friend, you never can be old, 35 20 A woman’s face with Nature’s own hand painted 9 113 Since I left you, mine eye is in my mind, 36 23 As an unperfect actor on the stage 10 116 Let me not to the marriage of true minds 37 27 Weary with toil, I haste me to my bed, 11 120 That you were once unkind befriends me now, 38 29 When in disgrace with fortune and men’s eyes 12 121 ’Tis better to be vile than vile esteemed, 39 30 When to the sessions of sweet silent thought 13 124 If my dear love were but the child of state, 40 34 Why didst thou promise such a beauteous day 14 126 O thou, my lovely boy, who in thy power 41 40 Take all my loves, my love, yea, take them all.
    [Show full text]
  • Sonnets! Finale Event on Tuesday, October 20, 2020 at 6:30 P.M
    SONNET TEXT FOR THINKING SHAKESPEARE LIVE: SONNETS! FINALE EVENT ON TUESDAY, OCTOBER 20, 2020 AT 6:30 P.M. PDT SONNET 18 Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance, or nature’s changing course, untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor shall death brag thou wander’st in his shade When in eternal lines to time thou grow’st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. SONNET 138 When my love swears that she is made of truth, I do believe her, though I know she lies, That she might think me some untutored youth Unlearned in the world’s false subtleties. Thus vainly thinking that she thinks me young, Although she knows my days are past the best, Simply I credit her false-speaking tongue; On both sides thus is simple truth suppressed. But wherefore says she not she is unjust? And wherefore say not I that I am old? O love’s best habit is in seeming trust, And age in love loves not t’have years told: Therefore I lie with her, and she with me, And in our faults by lies we flattered be.
    [Show full text]
  • Unit 2 Shakespeare's Sonnets 18, 55, 65
    UNIT 2 SHAKESPEARE’S SONNETS 18, 55, 65 Structure 2.0 Objectives 2.1 Introduction 2.2 Shakespeare as a Poet 2.3 The Shakespearean Sonnet 2.4 Themes and Concerns of the Sonnets 2.5 Sonnet 18 2.5.1 Explanation 2.6 Sonnet 55 2.6.1 Explanation 2.7 Sonnet 65 2.7.1 Explanation 2.8 Let Us Sum Up 2.9 Questions 2.10 Suggested Readings 2.0 OBJECTIVES This unit would familiarize you with the tradition of sonnet writing in England and Shakespeare’s experimentation with the sonnet form. We would look at the sonnets of Shakespeare specifically, and view his poetic sensibility. The idea is to understand the general strains of Shakespeare’s sonnets focusing on the themes and issues raised in them. The three sonnets in your course would be at the centre of this unit and we would interpret them for gaining an understanding of the many dimensions they open. 2.1 INTRODUCTION Sonnets were a popular mode of literary expression in Renaissance Europe. In England particularly, the form came into vogue through the sonnets of Thomas Wyatt and Earl of Surrey in the early 16thcentury. The tradition was followed by Philip Sydney and Edmund Spenser. In the 1590s the private sonnet form and the public drama came of age. The former had an elitist edge while the latter thrived on mass acceptance. Shakespeare belonged to the group of middle-class writers who always wrote keeping in mind the ground realties. It is for this reason that he sought to write realistic works that consciously engaged with common feelings of the people.
    [Show full text]
  • Shall I Compare Thee?
    Exhibition Catalogue for Shall I compare thee? Shakespeare in Translation :LWKDQH[WUDFWIURP 7ZLQ6SLQ6KDNHVSHDUH6RQQHWV UDGLFDOO\WUDQVODWHGE\8OULNH'UDHVQHU DQGEDFNWUDQVODWHGE\7RP&KHHVPDQ HGLWHGE\+HQULNH/¦KQHPDQQDQG(PPD+XEHU IRUWKH7D\ORU,QVWLWXWLRQ/LEUDU\0D\ 2UGHU\RXUFRS\RIWKHIXOOSXEOLFDWLRQYLDWKHEORJ KWWSEORJVERGOHLDQR[DFXNWD\ORULDQ Shall I compare thee? Shakespeare in Translation &XUDWRU+HQULNH/¦KQHPDQQ &XUDWRULDODVVLVWDQFH(PLOLD+HQGHUVRQDQG3KLOLSSD7D\ORU &RYHUJUDSKLF/\GLD3U\FH-RQHV Exhibition Trinity Term 2016 3URMHFWFRRUGLQDWRU(PPD+XEHU Voltaire Room ([KLELWLRQGHVLJQHU&ODUH+LOOV1RYD Taylor Institution Library, Oxford &RS\ULJKWk7D\ORU,QVWLWXWLRQ/LEUDU\ 6W*LOHV2[IRUG2;1$ This is number / 30 Special edition for the Opening of Shall I compare thee? Shakespeare in Translation Exhibition Cases &DVH6KDNHVSHDUH['UDHVQHU[&KHHVPDQ handbound and numbered by &DVH*HUPDQ6RQQHW7UDQVODWLRQ Henrike Lähnemann &DVH(GLWLQJ 5HVHDUFKLQJWKH6RQQHWV &DVH(XURSHDQ6RQQHW7UDQVODWLRQ &DVH6KDNHVSHDUH7UDQVODWHG$FURVVWKH0HGLD &DVH,QWHUSUHWDWLRQVRIWKH7HPSHVW Sonnets: Shakespeare x Draesner x Cheesman 6RQQHW )URPIDLUHVWFUHDWXUHVZHGHVLUHLQFUHDVH 6RQQHW 6KDOO,FRPSDUHWKHHWRDVXPPHU՞VGD\" 6RQQHW /LNHDVWKHZDYHVPDNHWRZDUGVWKHSHEEOHGVKRUH 6RQQHW 6LQFHEUDVVQRUVWRQHQRUHDUWKQRUERXQGOHVVVHD 6RQQHW 7KXVLVKLVFKHHNWKHPDSRIGD\VRXWZRUQ Tuesday, 12 April 2016, 5:30pm Voltaire Room * * * Taylor Institution Library, Oxford Celebrating Shakespeare, Ulrike Draesner and the Art of Translation in the Taylor Institution Library \HDUVDIWHU6KDNHVSHDUH՞VGHDWKWKH7D\ORULDQ/LEUDU\
    [Show full text]
  • On the Theme of Immortality Through Literature in Shakespeare's Sonnets
    Randwick International of Education and Linguistics Science (RIELS) Journal Vol. 1, No. 1, June 2020 | Page 86-91 | http://www.randwickresearch.com/index.php/rielsj On the Theme of Immortality Through Literature in Shakespeare’s Sonnets DOI: https://doi.org/10.47175/rielsj.v1i1.33 | Min Peng | School of Foreign Languages, ABSTRACT Yunnan University, Kunming, William Shakespeare’s 154 Sonnets contribute a great deal to art China and literature. As a world-class master, he lives in the English Renaissance period, which is marked by a cultural flowering. [email protected] Humanism is the essence of the Renaissance. It dramatically affects Shakespeare’s works. In the sonnets, he reinforces his affirmation of human wisdom and knowledge of creating magnificent literature, thus bringing about the immortality of youth and beauty, which is an acute reflection of his humanistic thought of the Renaissance. This paper takes the humanism of the Renaissance as its concept. Then, this paper concentrates on investigating the theme of immortality through literature in these sonnets, including Sonnet 15, 17, 18, 19, 55, 60, and 81. After interpreting the themes with concrete examples, this paper summarizes that Shakespeare’s yearning for immortality through literature derives from his humanistic spirit. Additionally, this paper is of higher significance for valuing the principle of putting people first at the core, while pursuing a comprehensive, balanced, and sustainable development in modern society. KEYWORDS Shakespeare; sonnets; immortality; humanism INTRODUCTION William Shakespeare (baptized April 26, 1564, died April 23, 1616) is an English poet and playwright, who exerts considerable influence on art, literature, language, and the vast array of creative arts.
    [Show full text]
  • Paket: William Shakespeare: Sonnets
    Unterrichtsmaterialien in digitaler und in gedruckter Form Auszug aus: Paket: William Shakespeare: Sonnets Das komplette Material finden Sie hier: School-Scout.de © Copyright school-scout.de / e-learning-academy AG – Urheberrechtshinweis Alle Inhalte dieser Material-Vorschau sind urheberrechtlich geschützt. Das Urheberrecht liegt, soweit nicht ausdrücklich anders gekennzeichnet, bei school-scout.de / e- learning-academy AG. Wer diese Vorschauseiten unerlaubt kopiert oder verbreitet, macht sich gem. §§ 106 ff UrhG strafbar. Thema: William Shakespeare – Sonnet 12 TMD: Kurzvorstellung des William Shakespeare (1564-1616), poet and playwright, is Materials: nowadays considered as the greatest and most important English writer. Apart from many plays like Macbeth, Hamlet and King Lear and various poems, he also wrote 154 sonnets that appeared in 1609 in a collection called Shake-Speares Sonnets. In this material, his Sonnet 12 will be analyzed. Übersicht über die The text of the sonnet Teile Interpretation, additional remarks Information zum Ca. 2 Seiten, Größe ca. 55,5 KByte Dokument SCHOOL-SCOUT – SCHOOL-SCOUT Der persönliche Schulservice schnelle Hilfe Internet: http://www.School-Scout.de per E-Mail E-Mail: [email protected] William Shakespeare Sonnet 12 When I do count the clock that tells the time, And see the brave day sunk in hideous night; When I behold the violet past prime, And sable curls all silver'd o'er with white; 5 When lofty trees I see barren of leaves Which erst from heat did canopy the herd, And summer's green all girded up in sheaves Borne on the bier with white and bristly beard, Then of thy beauty do I question make, 10 That thou among the wastes of time must go, Since sweets and beauties do themselves forsake And die as fast as they see others grow; And nothing 'gainst Time's scythe can make defence Save breed, to brave him when he takes thee hence.
    [Show full text]
  • Literary Text • Sonnets to the Young
    EXPANSION 15 B Literary text • Sonnets to the Young Man from Sonnet 60, by William Shakespeare Sometimes Shakespeare’s reflections on mortality and the transience of life expand beyond the young man to whom the sonnets are addressed. The power of these sonnets lies in their attempt to address the human condition in general and to become a universal expression of it. In this poem, the atmosphere is much darker than in ‘Sonnet 18’. The poet is in a melancholy mood but his melancholy inspires him to reflect on how the progress of human life resembles thefutile movement of the waves. Just as each wave dies as soon as it reaches the shore, only to be replaced by the next, the minutes of our lives pass quickly away. Minutes, like the waves, are small units and they help to convey the inexorable forward movement of time. But, again like the waves breaking on the shore, they also suggest how much time is simply wasted. In the second stanza the poet evokes the ‘ages of man’, a familiar subject in literature of the period, tracing the short path from birth to adulthood and then old age. In the beginning time is seen as benevolent, the giver of life, but as we grow older, it becomes a trap. The positive value of the gift of life is cancelled by the fact that it is also the gift of death. After a middle period, in which the appearance of youth appears to be fixed – ‘time doth transfix the flourish set on youth’ – comes old age and physical decay.
    [Show full text]